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Developmental Assessment

This document discusses various types of infant assessments. It describes norm-referenced tests which compare infants to norm groups, and criterion-referenced tests which measure mastery of specific skills. The Bayley Scales of Infant Development is discussed as a standardized norm-referenced test assessing cognitive, language, motor, social-emotional and adaptive behavior domains. Other assessments mentioned include curriculum-based tests, play-based assessments, and ordinal scales assessing cognitive development. Both standardized tests and clinical judgment-based assessments each have strengths and limitations for evaluating infant development.

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Shailesh Mehta
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382 views15 pages

Developmental Assessment

This document discusses various types of infant assessments. It describes norm-referenced tests which compare infants to norm groups, and criterion-referenced tests which measure mastery of specific skills. The Bayley Scales of Infant Development is discussed as a standardized norm-referenced test assessing cognitive, language, motor, social-emotional and adaptive behavior domains. Other assessments mentioned include curriculum-based tests, play-based assessments, and ordinal scales assessing cognitive development. Both standardized tests and clinical judgment-based assessments each have strengths and limitations for evaluating infant development.

Uploaded by

Shailesh Mehta
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Infant Assessments

PSY 417

Types of Assessment
Norm Referenced: designed to determine ability relative to normative group.

Validity is always dependent on appropriate administration and comparison to appropriate normative group. Standardization is necessary to make tests meaningful.
Uniformity of procedure in administration and scoring.

Validity and Reliability


Reliability

Test-retest Interrater reliability


Content Concurrent Predictive

Validity

Bayley Scales of Infant Development - III


1 Month to 42 Months Items grouped by chronological age] Standardized

Gender, race, socioeconomic status, rural vs. urban areas 1700 children in 1-3 month intervals Norms for premature infants, HIV-positive, substance exposure, hypoxic, developmentally-delayed, autistic, Down Syndrome, frequent ear infections

BSID-III
5 Major Developmental Domains: 1) Cognitive

Attention and anticipatory behavior; exploration of environment; object retention; cause and effect; object permanence; relational play; imitation; grouping; classification; memory, problem solving, etc. Receptive: responds to name/voice; identification; follows directions; Expressive: vocalizing mood; vowel and consonant sounds; expressive jabbering; use of words; naming objects; questioning Quality of movement, motor planning, fine and gross motor, sensory integrations

2) Language

3) Motor

BSID-III continued
4) Social-emotional

Appropriate social responses, imitation, initiates interactions, etc. Communication: attends to others; follows directions, expresses feelings Community Use: walks on sidewalk, uses restroom in public places Functional pre-academics: colors, counting, knowing name and age Home living: feeds self, cleans up Health and Safety: follows directions for safety; expresses when hurt Leisure: plays alone, with adults or in groups; follows game rules Self care: feeds self; drinks from cup, washes hands, etc. Self-direction: controls temper, follows adults rules Social: smiles, responds differently to familiar and unfamiliar persons, shares toys

5) Adaptive Behavior

Bayley Scales of Infant Development


Subscales standard scores (M=100, SD=15) High test-retest reliability

Weaker reliability in lower ages, better in older Good for low-scoring infants (below 70) Bad for middle/high scoring infants (above 70)

Validity?

Criterion-Referenced Tests
Based on specific performance skills rather than comparison to performance of other infants. Measured on ability to meet criteria of mastering items proficient or not proficient on each task.

Can complete 80% of 2-year language items Birth to 36 months Preverbal and verbal areas of communication and interaction

Rossetti Infant-Toddler Language Scale


Curriculum-based Assessment
Can be used to translate tests results into intervention plans. Test items are similar to curriculum goals. Test-teach-test approach Carolina Curriculum Hawaii Early Learning Profile (HELP): developmental activity sheets for professionals to give parents.

Birth to 36 months 650 developmental skills Step by step instructions for specific needs

Play-based Assessment
Transdisciplinary Play-Based Assessment

Linder model for systematically observing and assessing infants/toddlers through play interactions. Based on research showing that play encourages thinking skills, communication and language skills, movement proficiency, and social-emotional development.

Ordinal Scales
Based on Piagetian theory of cognitive development Tests increasingly complex levels of sensorimotor competence Assesses Piagetian concepts object permanence, means-ends schemes

Uzgiris-Hunt Ordinal Scales of Psychological Development


6 Subscales

Visual Pursuit and the Permanence of Objects Means for Obtaining Desired Environmental Events Development of Vocal and Gestural Imitation Development of Operational Causality Construction of Object Relations in Space Development of Schemes for Relating to Objects

Sample Items from U-H Ordinal Scale Object Permanence


1. Noticing the disappearance of a slowly moving object

Does not follow to point of disappearance Loses interest as soon as object disappears Lingers with glance on point of disappearance Returns glance to starting point after several presentations Searches around point of disappearance

Judgment Based Assessments


Interviews/observations Hypothesis Generating More natural for child and parent Easier to integrate into practice Results are less comparable across children, clinicians, and settings (poor reliability)

Judgment Based Assessments


More focus on objective evaluation from government, schools, parents Norm-referenced testing is deified and nonnorm referenced testing is denigrated Both are central to work with young children Interpret results with caution

Be aware of own biases I can spot an (autistic child, abused child, etc.) a mile away Remember that your biases are, by nature, invisible to you.

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